Category Archives: MTBOS

“How does it feel to be white?”

In the past few months several leading math organizations (NCTM, NCSM, CMC) have released joint statements talking about the conversations of Math Equity.

From the NCTM paper, one quote stuck out at me regarding teacher education perspectives:

Providing all students with access is not enough; educators must have the knowledge, skills, and disposition necessary to support effective, equitable mathematics teaching and learning.
In other words, while I suppose you could have students read Flatland and then connect that to social injustice etc, that’s not the point here. In December Dan Meyer wrote about the problem of the proliferation of tall good looking white guys at education (of which I don’t think I fit into two of those descriptors, but close enough).

In college a friend of my roommates came into our dorm and casually asked, “How does it feel to be white?” when he saw my computer set up (nice looking case, big monitor), and I didn’t quite know how to react. I was taken aback –  I tried to justify his comment in my head – if I’d bought it new I can see that – but I hadn’t. I’d worked extra money, made a bags of skittles last a week just to save the extra buck and things like that for years. It took me a while to fully understand what he meant. After all, I’d worked really hard to buy that computer more than just financially – but hours learning about Linux, about hardware and how to best optimize things.

I cared for my computer almost much and probably more than my car. My parents told me in 8th grade that if I saved up at least $1,000 for a computer, they would match it. They thought this would take a few years as my allowance at the time was I think $20 a month for snacks and small trips – I had $130 in ‘savings’ at the time I remember. That summer and all throughout my freshman year I took extra small jobs whenever I could, even taking over my brothers chores to double the amount of income I could make. So by my sophomore year I had the money and carefully went about choosing what I wanted. I settled on an AMD-based Gateway system with all the trimmings. This computer would last me about 6 years through upgrading everything except for the case. I added a 17″ flatscreen monitor my sophomore year of college which was about $250 but looked more expensive.

What I eventually realized about his comment was that it wasn’t the amount of money having a nice computer took, it was the priorities in my life that let me spend money on that. It was the fact that because my parents were able to provide for my basic needs so something like a computer – which at the time wasn’t really needed for any job and something as nice as that wasn’t needed for school per se. It was that I’d chosen to spend that money knowing that I’d be able to get more money later. And when I was in middle school tinkering with spare parts and putting them together, having a dad that could help explain or point me to the right places, and even drive me to another city to get the needed parts (yes, this was in the days before amazon and ebay).

As a math teacher who taught predominately in lower-income areas, I couldn’t pretend to know exactly what kids were going through, or experienced, or even what daily life was like. I’ve never struggled with not having enough money to buy food or at least couldn’t put it on a credit card if I needed too (been there in my early teaching days!). But I could listen with empathy, keep in mind that their parents may not be able to help them, and give students opportunities. Through Tri-This! Inc I was able to help take kids to the snow often for the first (only?) time, go camping, travel up and down California and complete triathlons. Through math I was able to explain things to them and encourage them to college – several of my students even ended up at Fresno Pacific University my alma mater!

Being white is not a negative thing – it’s who we are. Because we are born into white privilege – and we are – doesn’t mean we can’t be that much more compassionate and strive for empathy. I cannot be the same type of figure in students lives that my sisters and brothers of color can be, but I can just be who I am – a mentor who strives for compassion, integrity and shows students unconditional acceptance and love.

 

I’ve been writing this post off and on since about November 2016, and I’m still not sure what I’m trying to say I guess. Justification for me to be slightly offended at the comment? Guilt or embarrassment about working hard for it? Not sure. What I do know is that little comment 15 years ago helped give me perspective whenever I did have physical possessions that were important to me, but not important to other people for very good reasons.

#TT4T Book Study – Turn Weakness Into Strength

Note: This is an ongoing book study started by Chase Orton about Tim Ferris' Tools of Titans. Intro Post

I was reading this week about how different people have taken what were considered weaknesses and turned them into their greatest strengths. Take Arnold Schwarzenegger talking about his heavy accent even after being in the United States for several years:

Arnold was able to use his biggest “flaws” as his biggest assets, in part because he could bide his time and didn’t have to rush to make rent. He shared an illustrative anecdote from the Terminator set: “Jim Cameron said if we wouldn’t have had Schwarzenegger, then we couldn’t have done the movie, because only he sounded like a machine.”

He took what critics told him was preventing him from further roles and made it something that became his trademark.

As teachers we often face the same thing. I’ve read books (can’t remember from where!) where they talk about some teachers on teams maybe aren’t great teachers, so make up for it by being really nice people. Or maybe the teacher who is always involved in fundraising and supervising sports never comes to the professional learning community collaboration time. For myself personally, I found that while I understood the math well, I wasn’t very good at things like recognizing kids birthdays, or even sometimes recognizing when discipline wasn’t quite what I needed it to be in a classroom. In other words, I was so inside my head about the lesson I would miss the bigger story of what was going on in my classroom.

This flaw was pointed out to me by the principal who became my friend that shaped my teaching career the most, Jeremy Ward at Computech Middle School. He had a good way through feedback in Google Docs and in person about being honest about what he saw. Organization was the root cause of my struggles – often I’d be fumbling from class to class for markers or materials that I would miss the cues from kids coming into class.  So over time I was able to become a minimalist teacher, and with less, “stuff,” I became more effective.  Likewise, I was able to point this out to both students and other teachers who may have struggled with being able to focus on the task at hand.

What are your weaknesses that you have turned into strengths?

#TT4T – The Damage Done In Not Waiting

I’m reading Tools of Titans: The Tactics, Routines, and Habits of Billionaires, Icons, and World-Class Performers after a gentle nudge from Chase Orton, whom I’ve gotten to know through CMC conferences recently.

There is a part in the first part of the book where it’s talking about learnings from Siddhartta Buddha. A merchant is asking what Siddhartha can give him if he can’t give him possessions. A short portion of the exchange is follows:

Merchant: “Very well, and what can you give? What have you learned that you can give?”

Siddhartha: “I can think, I can wait, I can fast.”

He can’t give money, he can’t give things. But he goes on to explain a bit – if he doesn’t have food, then he can fast.

Let’s take the same ideas and apply it to teaching mathematics:

I can think (Math Practices 7,8)

Tim Ferris extrapolates further that because he can think, he can make good decisions.

We can teach kids how to memorize things, or we can teach them the why behind the algorithms. We can give them a goal without support, or we can teach them a system of how to study and achieve in education and in life. Specifically I’m thinking about being able to give our students the foundational skills needed to really engage deeply in DOK 3 level problems – we know that we can’t immediately engage kids with a DOK 4. I once saw a chart from an administrator who thought the DOK levels were like a ladder, and that the end of every quarter should automatically see DOK 4 level problems… a blatant misrepresentation of the paradigm

I can wait (Math Practices 1, 3)

In the book, Tim expands – because he can wait, he can play the long-term game and not make short-term bad decisions.

This idea of waiting for students to understand things hit me pretty hard. When I moved from high school to middle school, I noticed that I was quicker to help the middle school students – probably because I felt they needed it. This was incorrect! I only discovered this fact when I recorded myself teaching over the course of several days and then watched the recordings on fast-forward to be able to spot trends.

I didn’t wait for kids to answer incorrectly or not. I was not giving kids a chance to struggle. This affects equity and as is talked about over and over again in Mathematical Mindsets, my classroom was not a safe place to learn by making mistakes and then being able to apply that knowledge in a new context. I made immediate changes to pre-write questions I knew I wanted to ask and adapt those questions from class to class as needed.

I can fast (Mathematical Practice 1)

Obviously we aren’t going to ask students to not eat here. But we can stop, “spoon-feeding,” them answers (see what I did there?!). Too often I would catch myself asking leading questions without even realizing it – but why should I be asking guiding questions at all when students should have the tools to self-diagnose.

What to do about it

Some ideas I had while writing this post:

  1. Use puzzles during warmup to help remind students that just as they can find different ways to solve a puzzle, they can find different ways to solve a problem.
  2. Have students explain their steps out loud to another student or explain it back to me using an app such as Recap. I would also often have students in a group be recording into an audio device and then the next day, have them play back parts of the audio to be able to hear themselves solving problems – their own insights to their thinking process was often quite interesting!
  3. Strategies/activities I have used to stimulate students perseverance include the Four Four’s activity, Grazing Goat, and having students find multiple ways of solving the same linear equation. When appropriate, three act tasks are also great to see results!

What tools/tasks do you use in the context of “Think, Wait, Fast”?

Puzzles!

I’ve been having fun lately playing with puzzle games on my phone as I rock my daughter(s) to sleep. One is called Roll the Ball and another one introduced to me by Daniel Rocha is Flow Free.

I used to read books on kindle but sometimes it’s nice to have a little more stimulation. What I like about both of these games too is they offer a variety of ways to play the game.

Roll the Ball

My favorite mode here is when they will put stars in different parts of the tubes. It’s a fun way to engage my brain in thinking about different patterns and ways to solve things with or without a time or star challenge.

Flow Free

Flow Free is Roll the Ball’s bright, easier-to-play and faster brother. You start with dots throughout the screen and create paths to the other dot of the same color. I love it because it allows you to easily overwrite past paths. Daniel Rocha, whom I’ve only really met on Facebook/Twitter and we have a fair number of mutual friends – posted a great video of his kid playing and the conversations they were able to have about the experience of solving the paths. Hoping he’ll blog about that… my two year old was not interested 🙂

I would love starting off class every so often with these kinds of puzzles to get the students minds thinking, have some fun and of course occasionally remind them that solving a math problem can be very similar – we may take different ways to get to the answer but that doesn’t mean it’s invalid!

AIMS Center Colloquium Series Video on Puzzles as Models:

Puzzles as Models of Thinking from AIMS Center for Math and Science on Vimeo.

CMC North Recap

This past weekend at CMC North I was fortunate to not only be very engaged in social media work with CMC, but present as well! It was my first time presenting at CMC North so I was very excited. Specifically, my talk was on Math Practice 3- Construct viable arguments and critique the reasoning of others. I wanted my talk to start off with showing teachers how to get information into their kids in equitable ways so that the students would have the knowledge needed to construct said arguments – and then I would give them tools to create those arguments.

Things started off well enough but once I started trying to show some of the internet tools, too many people were online and the internet shut off. I lost about 1/4 of the audience due to that, which was understandable – next time I’ll make short screencasts of each tool in order to carry on with the presentation. It’s funny – I used to do that before presentations but didn’t this time because, “it’s never actually happened.”

However I wanted to take a few minutes of your time here to highlight some of the tools that people loved and why I think they’d be great for any classroom:

OpenEd: Formative assessment tool that provides targeted feedback and learning resources based on questions missed. Aside from the fact that it’s my day job, it’s nice to be reminded what a cool thing we have going. We have learning resources (videos, games) aligned to standards of all types (CCSS Math, ELA, NGSS, Social Studies, and fine-grained standards as well now that will be public soon.) that actually get judged over time based on how well students do on an assessment after interacting with the resource. For example, a kid watches a Khan academy video on adding unlike fractions, then takes and assessment on that standard). If they get 100%, the efficacy of the video increases. If they get a 0, it decreases. This leads to a library of resources that intentionally isn’t the largest out there, but is curated and we think is the best. Plus, our formative assessments do more than just test, they help teach.

H5p: I’ve written about H5p before, but it’s an interesting suite of assessment and interactive tools written in HTML5 so thus platform-agnostic. The tools I was showing off this weekend were the text tools that let students fill in the blanks – great for developing sentence frames for geometry examples, proofs or other areas where helping scaffold student understanding can come from text-based. Putting an image up on my screen for example and then allowing students to discuss/define the attributes of that shape or even move further along in a proof. Another great way that I’ve used tools like it before would be for the Interactive Video type – have students create a screencast describing how they solved a problem etc, and insert questions addressed to other students to help them along as well. I would grade the students questions ask to their peers as well as the content itself – we can often learn much more about what a student understands by the questions they ask then the answers they give.

Recap: When I was doing work with Fresno Unified’s Teaching Channel initiative, I became a big fan of the Swivl Company for their hardware and software to make capturing teachers teaching easier. So it’s only natural that their student-focused software is interesting as well. Essentially it makes it easy for teachers to ask questions, students to respond via a 30 second video, and the teacher can then comment further if desired. I haven’t had an actual class to try it in is the problem, but my students (who are teachers) at Fresno Pacific have loved it as I’ve introduced it to them. What i think I like most is the capturing of student voice when possible – no barriers really to get kids at least talking and then the mathematics discussion will come. If someone from Recap reads this – please reach out about an API agreement!

We had a great time of practice – some teachers already made sample H5p elements for their classrooms for the following week! My reviews pointed out some flaws in how I presented – I should have had portions pre-recorded for example so if the internet went out I’d have a backup – I was happy that people were honest as well. What I want to do next year is come up with a new presentation for next year that is focused on one particular math problem/three act task and then shows a variety of methods of assessment around it!

 

Rekindling the discussion of better, cohesive OER discovery for math

Back in June, there were a flurry of posts related to Github for education (‘Curric-hub’) and possible variations of how it could work and why it wouldn’t etc.
Mike Caulfield
Max Ray
Chris Lusto (link is to his followup post)
Dylan Kane
Dan Meyer
Matt Lane
Obligatory Self-Post

and more!

There was discussion about cohesiveness, about how the resources would or wouldn’t be used, and the ‘grain size’ people were talking about – whole years’ worth, units, lessons…

But we didn’t talk about where or how they would reside as learning objects, in an LMS, printed out, or stand-alone. We didn’t talk about what tags we could add to them to help increase cohesiveness and usability for teachers across the country/world.

One of the million and one things I’ve learned at my job at OpenEd is how far behind education technology is behind the, “regular,” tech industry.

Sample API
Sample API

Many ed-tech companies don’t play well with API’s for accessing their systems or have crappy LTI implementations.  And while Metadata is so important to sites look google, but educational resources often are missing important pieces that make sharing resources difficult.

Google Yahoo and Bing banded together a few years ago to create schema.org.  It’s a clearinghouse for metadata tags essentially, and many but not all of them are even used by LearningRegistry.org . (which by itself is terrible in terms of usefulness as well, but that’s a different post). It used to be called LRMI but that functionality was absorbed into existing objects for Creative Works mostly.

There needs to be more efficient ways for this metadata information to get out to the world. To get out and be used by content creators and consumer sites such as Geogebra, Desmos, edpuzzle, Youtube etc. My idea is that these tags could be used to more gracefully piece together in a more cohesive way than creating Frankenstein’s Monster with OER.  For example, if tags (https://schema.org/CreativeWork ) indicated that the unit I published was for second grade, english language learners, included a three act math task and was accessible to deaf students, as well as had a spanish translation – that would be much better than searching for “barbie drop second grade” which is what we’d see now. Ideally a search engine would be able to piece together that needed information automatically.

But I’d want more that probably wouldn’t be in schema.org . I’d want to see how to best teach this lesson or lessons or Unit or Course in context of Literacy integration and STEM units to connect with. Classroom strategies for effective learning (online tools too!) and multiple ways to do assessment for it – not always just fill in the blank and multiple choice, but authentic assessment choices too.

Schema.org needs better ways to add metadata to everyday learning objects. We should shift towards an open set of decomposed learning objectives to be more clear about where a particular lesson fits into teaching a specific set of standards (Practices included!).

CC BY License

CMC South Social Media Recap and thoughts for North

This was my second CMC South and I came with great expectations! My priorities were to continue to increase social media participation and help generate excitement and cohesion around CMC’s conferences online via Facebook Twitter etc.

Here are the two storify’s that have been published a few times since then from the CAMathCouncil account:
To create them I waded through about 7K tweets either from tagged @camathcouncil or #CMCMATH ! 🙂 Last year only about 3K tweets to look at across both days!

Reflections for North

1) Pre-schedule tweets and reminders of periscope times through dashboard.twitter.com . For free, it has scheduling and more advanced analytics about how certain tweets are doing, etc.
I plan on having 50+ tweets scheduled before the North conference even starts for the things I know I’ll want to be tweeting about anyway.
There were about 400 periscope live views or views of the recordings, and since Math Forum recorded and uploaded them within 24 hours we didn’t need to worry about uploading our recordings.
2) Don’t try to do it all 🙂  I tried to be the guy to periscope/take pictures of certain sessions etc throughout the weekend but honestly it was just too hard. I was boarding buses or walking between venues or one person I’d committed too was at the opposite end of the conference from the next presentation, etc… Asilomar is smaller so not as huge of an issue at least.
3) The Booth was a great spot for pictures and people appreciated it. I didn’t have time as I’d hoped to schedule times to teach people how to twitter – but I think next year I think we just post a sign or have it in the program  like “lunchtime Friday learn how to use Twitter or find online resources” etc.  It was popular for people since across cool cats like the math Forum and the other CMC booth. I’d say well worth it, thanks Jeannie! We don’t really have a booth presence at North because it’s smaller which is fine, but the #MTBOS #CMCMATH  at South really was a great hang out space. I’d say we bring Pumpkin Pi next year!
Personal highlights included being able to go out to dinner and drinks Friday night with some #MTBOS guys and girls I really respect. And just being around Math people was rejuvenating in many ways. Can’t wait for Asilomar in a few weeks!

Developing Growth Mindset in Teachers

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My favorite college professor always said in intro-level math classes, “You’ll learn about that more in Number Theory,” without further explanation. By the time we took number theory of course we were CURIOUS about topics such as, “for all real numbers…” and somehow dealing with the abstract made all of the concrete calculations we’d done over the years make much more sense. We started thinking not about how to multiply radical numbers but how multiplication itself worked and even, when it  didn’t work. We went from learning in the relatively concrete to seeing in the abstract.

First Classroom

Teaching Math is itself a bit of the same. The first year of teaching – even with a great student teaching program – is often an eye opening thing. I still remember the first time the door shut to MY CLASSROOM at McLane High School in 2006 (old photo gallery)  and the feeling of, “oh crap,” there was! There were about 200 students that I was to teach math to that year. Of course there were some classic first-year teacher stories later told with glee to newbies. My next door neighbor teacher wasn’t hired yet, so there was a sub for 30 days while paperwork was finished. I should say a series of subs. I often had to open the door in between classrooms to get the other kids to quiet down  – which in retrospect actually improved my level of respect from my own kids because they thought I was a little bit of a badass. But teaching-wise, I didn’t have quite the arsenal that I would today. I went through the book for the most part, coming up with cool ideas when I could. Famously I took a picture of my Toyota Corolla’s windshield because I thought it’d be cool to have kids find out the area their family car’s windshields measured as part of a unit on circles – finding sector areas to be exact. Of course, in a school with 94% poverty (average income for a family of four was about 2200 a month, which although that was about 400 more a month than what I brought in, not much…).

But that experimenting made me stronger. I shared my ideas with colleagues at my school (twitter had just been invented so wasn’t yet an option), and that first summer had the great experience to attend a two week institute put on by the San Joaquin Valley Math Project. It was like a two week summer camp of math mentoring and even as a first year teacher I felt respected and challenged to think about better ways to challenge kids – and myself – to teach math differently. It was liberating to be around others as passionate about math and kids as I was – when I would make a mistake, I was ASKED about it, not just told no… which made it a high-growth camp for everyone! (Thanks Lori Hamada, now Exec Director of AIMS!)

I taught mostly Geometry that first year – and in the years following did Algebra 2 for a couple of years, Alg/Geo III, CAHSEE, Algebra I, Independent Study which I turned into History of Math sometimes… and later Pre-Algebra when I changed schools to help start a middle school water polo program. Every class influenced the others and that deep exposure across grades 7-12 definitely helped me deliver professional development and now at OpenEd. And when opportunities to grow as an educator – always at my own expense except for the SJMP training – I went!

Not all teachers have the time or motivation; that I know. The best PD experiences I had were hands-on MATH experiences with supportive and mentoring peers(Pre/Algebra University in FUSD, 2011-12?). I remember once going to a lesson where we were to trace Functions from 7th grade through high school. There was a group of middle school teachers who proclaimed – “Why do we need to know this? We don’t teach high school…” I wanted to shout something about the Progressions or, as a former high school teacher, how tricks like FOIL and even PEMDAS don’t hurt but actually hurt students mathematical understanding if that’s all they’re taught. Yet as we did the hands-on math, some teachers didn’t know the rationale behind the tricks either! This isn’t their fault – they probably took the CSET or got an emergency credential or – just forgot after years of teaching lower mathematics.

I’ve spent several years since that time doing as much as I can to help  Math teachers. Leading Math Mindset Book Studies, starting a Facebook Math Teacher group, Math and Beer Nights, attending and speaking at California Math Council conferences, leading the content arm of an outstanding mathematics formative assessment and resources company, being an adjunct professor of technology at Fresno Pacific, and even helping with the social media arm of CMC.

All of this because as a high school and college student, I struggled with math because it was presented to me as something to memorize, not something to think creatively about. That failure meant I had to stop- not regroup and ask questions about my failure to learn through it. Long before growth mindset was popular, I had a sign in my classroom – Celebrate Mistakes.

That first year of teaching, I went off on a rant once at the end of class how if, (paraphrased)”You were that kid who played the game of school just good enough to get an A, who asked for extra credit from your teacher and that’s what helped you pass the class, you know that those teachers actually failed you. Because in this class there aren’t games to play and I don’t give extra credit. You will work hard for and earn your grade, and you will pass this class and be ready for Algebra 2 and college.”

A young man taller than myself came up to me after class and said that I must have been talking to him. He admitted he didn’t really know his times tables and other basic math, so for a couple of months would come in around 7:30am a few days a week (which turned into almost every day) to just practice. We just kept it about math and he started feeling more confident, even asking questions and answering others in class.

As educators in and now out of education we need to find ways to help teachers express their unknowns in math. We need to encourage and mentor them, let them ask WHY they need to know where functions are going unlike judgmental old me. Like my mentors at McLane and the SJMP, teachers like students need support in going from a fixed to a growth mindset! Of course, once they all read Math Mindsets, with Math They Can!

Math Tasks and OER – More Than Rhetoric

The past couple of weeks have seen engaging blog posts from two math powerhouses – Dan Meyer and Matt Larson.

Screen Shot 2016-09-07 at 10.14.51 AM

The basic premise of the discussion back and forth is that teachers using open educational resources can’t always be trusted due to the fact that many math tasks on the internet are standalone – that is, not connected to the previously covered standards, tasks and curricular sequence.

I do partly agree with this – back in 2013 I was tasked with assembling (among other teachers) so-called example curriculum unit exemplars for my school district. While I loved the work of Geoff Krall’s Problem-Based Curriculum Maps, it was true that using work from many different authors often required finessing and sometimes modification if the particular task covered topics that hadn’t been adequately covered.

Both Dan and Matt make the point that teachers – with proper curriculum training – should be able to take the disconnected tasks found on the web and adapt them to their classrooms for coherent instruction. I am concerned however about a few things and will address those concerns here:

  1. Reuse : While from what I can tell there is little in say, Classroom Chef and Hyperdocs that isn’t already online in some (perhaps less refined) form, there is still a question about better formats to deliver instructional materials. Books are great and tangible, but most online math tasks etc live on webpages and blogs. Definitely not the most dynamic of content, but useful and simple. However, one way I’ve often felt Dan Meyer’s tasks for example could be made better was ‘student versions’ of the pages for teachers to be able to send their students from an LMS/Google Classroom – currently there is nothing to stop someone from linking/setting up just that since he lists the open license in his sheet. 
  2. Redistribute: Many authors of tasks do not properly license their work. Even a mention of a CC0 license would do well to ensure fair use by others for derivative tasks, etc. In addition, as more publishers in the future want to incorporate tasks by online teacher-authors, protecting their work and having the freedom to specify usage is important.
  3. Remixing: While John Stevens 3 Act Search Engine is useful, it essentially is a cobbling together of what shouldn’t have to be such a hard thing. I also strongly feel that when teachers take someone’s task and improve upon it, it should be easier to find those derivative tasks and see what/why they made those modifications. The community is thriving already
  4. Revision: When the original authors revise their works, it may not be immediately clear (although most post revision statements; Dan Meyer has all of his tasks on a spreadsheet that simply updates the source tasks, etc). A format to get more eyeballs on tasks before they are published/disseminated before revisions may or may not need to be made would be helpful. While posting anything to #MTBOS is sure to get you at least some views and comments, I almost wish there was something like “#MTBOS_CHECK” for an author wanting to release something to the world but asking for revisions or commentary first. Sometimes I’ll look at a task and not quite like it, send feedback to the author etc… then forget about it.

You may notice that I specifically pick out the so-called four R’s of OER – Remix, Reuse, Revise, Redistribute. 95% of all online math curriculum I’ve seen at least posted through say the #MTBOS on twitter adhere to these principles. My main point here is that more needs to be done within the Math community for education about what makes their task/game/lesson OER or not and if so – how to leverage that for maximum, even crowd-sourced potential. I am keenly aware of my own lack of contribution to several projects I’d love to devote more time too – openmiddle.com chiefly among them – but it doesn’t mean I wouldn’t if I had great ideas to share. Sometimes I feel I’m so busy exploring what’s already there!

I’ll also come back again and call out the importance of dynamic curriculum maps importance to ensure that students DOK levels are being seen and adequately addressed – as well as coverage of both the standards and mathematical practices. Side note: Dan Meyer’s spreadsheet already lists the MP’s, CCSS, and License.

References

creativecommons.org 
Defining Open, blog by David Wiley
Dan Meyer's Blog
Geoff Krall's Emergent Math
Matt Larson